Most people know much more than they can communicate because their personal knowledge is so thoroughly grounded in experience that it cannot be expressed in its fullness. This study examines how two superintendents used tacit knowledge to build shattered trust in their school boards. Trust is first examined as a multifaceted aspect of human conduct. It is a complex construct in which willingness to risk vulnerability, confidence, benevolence, reliability, competence, honesty, and openness play significant roles. Tacit knowledge is then considered as a manifestation of practical intelligence, encompassing interpersonal and intrapersonal skills, and insight into goal achievement. The two superintendents were interviewed, and the resulting information was coded for subsequent statistical analysis. Results show that the superintendents' tacit knowledge, based on prior experience in the superintendency, played a significant role in developing trust with their respective school boards. This study suggests that further research should be done on tacit knowledge to shed light on learned behaviors, allowing a goal-oriented consideration of why and how trust develops or disintegrates. Knowledge obtained from such research can help determine whether trust in the superintendent and superintendency has a positive effect on school district and school community effectiveness. (Contains 51 references.) (RT)